Brontie’ Swanston Essay Example for Free

Brontie’ Swanston Essay Sometimes early intervention for struggling learners is ideal. Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences (Madden, 1991). However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that â€Å"supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction† (Madden Wasik, 1991). The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals (Madden, 1991). Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education. A critical concept for ELL students is comprehensible input. This concept expresses that in order to acquire a second language the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner’s current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and real objects to make input comprehensible (Saunders, Goldberg, 1991). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates (Saunders, Goldberg, 1991). In other words, if the teacher prefers lectures, it leaves the English language learner will not be receiving this input. All teachers are aware of the need to â€Å"explicitly link past learning and new concepts† but some teachers fail to consider students’ backgrounds and experiences when planning lessons (Saunders, Goldberg, 1991). One way to avoid making unwarranted assumptions about our students’ past learning, background or experiences is to create a common classroom experience as the basis for instruction (Saunders, Goldberg, 1991). Another strategy is to help students make conscious links between their experiences and the text as described in the sample lesson below. Two good concepts to implement would be literature logs and instructional conversations. Before and after reading, students respond to prompts that help them link their experiences to those of the main character or main theme (Saunders, Goldberg, 1991). The instructional conversations that follow these prompts provide oral language practice for Ell’s, and help deepen students’ conceptual frameworks for comprehension (Saunders, Goldberg, 1991). Researchers found that using either the literature log or the instructional conversation increased comprehension for Ell’s but using both produced deeper understanding (Saunders, Goldberg, 1991). Teachers should apply the following steps to be successful in previous two concepts: Step 1 Create pre-reading and post- reading questions or prompts Pre-reading question or prompt: a generic probe about students’ experiences that might be similar to those of the main character/s. Step 2 Briefly review the story again building on student responses in a think-aloud format. Review the procedure for tracking story events and noting when these events are similar to or different from experiences discussed by the class. Examples: two-column notes, post its, adapted story sequence chart Students read or listen to the text: pairs, small groups, tape, and buddy reading Step 3 Present the second literature log question or prompt; model a response. Allow time for students to write about or discuss the prompt. Facilitate the second instructional conversation in which students discuss similarities and differences between and among their experiences and those of the characters. Variations: use picture books with limited text for non-readers or beginning Ell’s of any age. Allow students to respond in their first language. Older or more proficient students can respond to prompts that focus on the setting instead of, or in addition to, events, characters and theme or compare experiences across texts. (Saunders, Goldberg, 1991) It is also vitally important to emphasize key vocabulary. Lack adequate vocabulary is one barrier to reading for Ell’s. Research on vocabulary acquisition indicates that a successful vocabulary development program should have a least the following five components: 1) Intentional word selection (words that represent new concepts, are important outside of the specific activity, or cross content areas) 2) Direct instruction in word meaning and in strategies used to learn new words 3) Modeling of strategies and processes for learning new words 4) Multiple exposures to new words and opportunities to use new words (wide reading, intentional word-focused activities, and ongoing review) 5) A system to help students track new vocabulary (Beck, McKeon, 2002) Here is a five-step vocabulary activity to implement with your ELL students: 1) Teacher provides a definition (tell, read, demonstrate) 2) Teacher creates a non-linguistic representation of the word while engaging in a â€Å"think aloud† that helps students identify key components of the visual and their relationship to the new word 3) Students write or say their own definition of the word 4) Students create their own linguistic representation of the word 5) Return to visual to add or revise elements as students deepen their understanding of the concept Adapted from Marzano, Pickering, 2001 It is important that the teacher shares a knowledge base relative to the education of students learning English (Thomas, Collier, 1997). Efficient teachers should be familiar with second language acquisition, the relationship of native language proficiency to the development of English, socio-cultural influences on learning, effective first and second language instruction, informal assessment strategies that can be used to monitor progress (particularly in language and literacy development), and effective strategies for working with culturally and linguistically diverse families and communities (Thomas, Collier, 1997). It is also imperative that there is recognition of the students’ native language. Language programs must have support of principals, teachers, parents, and the community (Thomas Collier, 1997). School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994). For regular education teachers and ESL/bilingual teachers, when it comes to language development, there should be a share responsibility. There also must be collaborative school-community relationships. Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia Dominguez, 1997). It is vital to implement academically rich programs for ELL students. Students learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, Wilkinson, 1991). Students must have access to high-quality instruction designed to help them meet high expectations (Cummins, 1994). Teachers should employ strategies known to be effective with English learners, such as: 1) Drawing on their prior knowledge 2) Providing opportunities to review previously learned concepts and teaching them to employ those concepts 3) Organizing themes or strands that connect the curriculum across subject areas 4) Providing individual guidance, assistance, and support to fill gaps in background knowledge Although it is evident that students fail in school for a variety of reasons, in some cases, their academic difficulties can be directly attributed to deficiencies in the teaching a learning environment. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students’ specific needs. Unless the deficit in learning is caught early and the appropriate intervention is accessed, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. References Cummins (1994). Knowledge, power, and identity in teaching English as a second language. â€Å"Educating second language children: The whole child, the whole curriculum, the whole community† Cambridge, England: Cambridge University Press. Garcia, S. B. , Dominguez, L. (1997). Cultural contexts that influence learning and academic performance. In Silver, L. B. , â€Å"Child and Adolescent Psychiatric Clinic Of North America: Academic Difficulties†. Philadelphia: Saunders Co. Madden, N. A. , Slavin, R. E. , Wasik, B. A. (1991). Success for all, â€Å"Phi Delta Kappan. † Thomas, W, P. , Collier, V. (1997). School effectiveness for language language miniority students (Resource Collection Series No. 9). Washington: National Clearinghouse for Bilingual Education. Beck, I. , McKeon, M. Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Ortiz, A. A. Wilkinson, C. Y. (1991). Assessment and intervention model for the bilingual exceptional student. â€Å"Teacher Education and Special Education, 14 Saunders, W. and Goldenberg, C. (1999) The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students. http://www. cal. org/crede/pubs/research/RR6. pdf Marzano, R. , Pickering, D. J. , Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: MCREL, ASCD.

Essays --

Have you ever thought about what career you would land in? The career of a veterinarian has pulled me in. A definition of a veterinarian’s job is some one who â€Å"diagnoses and controls animal diseases, treats sick and injured animals medically and surgically, prevents transmission of animal disease, and advises owners on proper care of pets and livestock†. Veterinarians have to have an unconditional love for animals, wildlife, and science and have a drive to improve the health and well-fare of society as a whole. I posses the quality of a love for animals having experience with many pets at home. In addition vets have to be well rounded as a person. They have to be smart, and have people skills which I do. My stronger subjects are science and math where being a vet, going into medicine has a lot to do with science particularly biology which I did very well in and have a great interest for. This career is special to me because I would be able to improve society, by he lping other people’s animals, as well as possibly finding new cures too, which is why I can definitely see myself being a veterinarian in the future. To be a veterinarian it is necessary to have a wide skill set/talents, responsibilities and required training. Veterinarians must be extremely responsible because any mistake could hurt another living creature that you have been trusted with. To be successful you must have the ability to be independent, a team player in some cases, a good public speaker, quick on your feet, good with people, and have good communication skills. Some days vets are always on the go with multiple phone calls, treatments, etc. and must have physical and mental stamina. In addition good communication/ public speaking is necessary when dealing w... ...become a vet including smart, independent, and a good public speaker. However becoming a vet requires an abundant amount of training and education. I would have to spend at least four to six years in collage which I was planning to do. In addition, I believe that all the hard work would pay off when you get a job and start making over $93,000 (mean salary) a year on average Opening your own business would make more more depending on type, location, and experience. Even if you don’t open your own practice there are plenty of places where you could get hired including by the government. Some employee benefits could be pension when you retire, having a variety of jobs to choose from, and less competition for jobs after college if you complete it successfully. Being a veterinarian also helps society as a whole stopping spread of diseases and promoting health.

Logistics Management Essay

He costs of satisfying customer demand can be significant and yet, surprisingly, they are not always fully understood by organizations. One reason for this is that traditional accounting systems tend to be focused around understanding product costs rather than customer costs. Whilst logistics costs will vary by company and by industry, across the economy as a whole that total cost of logistics as a percentage of gross domestic product is estimated to be close to 10 per cent in the US1 and in other countries costs of similar magnitudes will be encountered. However, logistics activity does not just generate cost, it also generates revenue through the provision of availability – thus it is important to understand the profit impact of logistics and supply chain decisions. At the same time logistics activity requires resources in the form of fixed capital and working capital and so there are financial issues to be considered when supply chain strategies are devised. Logistics and the bottom line Today’s turbulent business environment has produced an ever greater awareness amongst managers of the financial dimension of decision making. The bottom line’ has become the driving force which, perhaps erroneously, determines the direction of the company. In some cases this has led to a limiting, and potentially dangerous, focus on the short term. Hence we find that investment in brands, in R&D and in capacity may well be curtailed if there is no prospect of an immediate payback. Just as powerful an influence on decision making and management horizons is cash flow. Strong positive cash flow has become as much a desired goal of management as profit. For example, many successful retailers have long since recognized that very small net margins can lead to excellent ROI if the productivity of capital is high, e. g. limited inventory, high sales per square foot, premises that are leased rather than owned and so on. Figure 3. 1 illustrates the opportunities that exist for boosting ROI through either achieving better margins or higher assets turns or both. Each ‘iso-curve’ reflects the different ways the same ROI can be achieved through specific margin/asset turn combination. The challenge to logistics management is to find ways of moving the iso-curve to the right. Logistics impact on ROI Logistics and the balance sheet As well as its impact on operating income (revenue less costs) logistics can affect the balance sheet of the business in a number of ways. In today’s financially-oriented business environment improving the shape of the balance sheet through better use of resources has become a priority. Once again better logistics management has the power to transform performance in this crucial area. Figure 3. 3 summarizes the major elements of the balance sheet and links to each of the relevant logistics management components. Balance sheet Assets Cash Logistics variable Order cycle time Order completion rate Receivables Inventories Property, plant and equipment Liabilities Current liabilities Debt Equity Invoice accuracy Inventory Distribution facilities and equipment Plant and equipment Purchase order quantities Financing options for inventory, plant and equipment Fig. 3. 3 Logistics management and the balance sheet Cash and receivables This component of current assets is crucial to the liquidity of the business. In recent years its importance has been recognized as more companies become squeezed for cash. It is not always recognized however that logistics variables have a direct impact on this part of the balance sheet. For example, the shorter the order cycle time, from when the customer places the order to when the goods are delivered, the sooner the invoice can be issued. Likewise the order completion rate can affect the cash flow if the invoice is not issued until after the goods are despatched. One of the less obvious logistics variables affecting cash and receivables is invoice accuracy. If the customer finds that his invoice is inaccurate he is unlikely to pay and the payment lead time will be extended until the problem is rectified. Inventories Fifty per cent or more of a company’s current assets will often be tied up in inventory. Logistics is concerned with all inventory within the business from raw materials, subassembly or bought-in components, through work-in-progress to finished goods. The company’s policies on inventory levels and stock locations will clearly influence the size of total inventory. Materials handling equipment, vehicles and other equipment involved in storage and transport can also add considerably to the total sum of fixed assets. Many companies have outsourced the physical distribution of their products partly to move assets off their balance sheet. Warehouses, for example, with their associated storage and handling equipment represent a sizeable investment and the question should be asked: ‘Is this the most effective way to deploy our assets? ’ Current liabilities The current liabilities of the business are debts that must be paid in cash within a specified period of time. From the logistics point of view the key elements are accounts payable for bought-in materials, components, etc. This is an area where a greater integration of purchasing with operations management can yield dividends. The traditional concepts of economic order quantities can often lead to excessive levels of raw materials inventory as those quantities may not reflect actual manufacturing or distribution requirements. The phasing of supplies to match the total logistics requirements of the system can be achieved through the twin techniques of materials requirement planning (MRP) and distribution requirements planning (DRP). If premature commitment of materials can be minimized this should lead to an improved position on current liabilities. Debt/equity Whilst the balance between debt and equity has many ramifications for the financial management of the total business it is worth reflecting on the impact of alternative logistics strategies. More companies are leasing plant facilities and equipment and thus converting a fixed asset into a continuing expense. The growing use of ‘third-party’ suppliers for warehousing and transport instead of owning and managing these facilities in-house is a parallel development.

Modern Techniques Like Cloning And Restriction Enzymes

Introduction: Humans have interfered with organisms throughout the past, present and will still continue to do so in the future. In January 1995 14 wolves were captured in Canada to be reintroduced in Yellowstone changing the biodiversity. The biological traits change as human’s interfere with wildlife, it has affected the population and the reproduction of species (Mary A. Orland, 2014). Modern techniques like cloning and restriction enzymes allow genetic material to be transferred from one organism to another to exchange genetic material. This then puts a permanent change in an organism’s gene making it an artificial species like the Belgian Blue, Featherless chickens and the Enviropig. Although making it cheaper and easier to produce such as making it simple selecting traits and crops utilizing less applications to reproduce, GMO’s allow farmers to receive more product from the organism allowing them to make more money. Evolution is how one form of life develops into a different form. Evolution is a change in the genetic composition of a population over geological time*. It helps explain why living organisms such as animal, human or plant act and look a certain way. An organism’s genotyp e is the set of genes that it carries*. Phenotype is the observable characteristic which is usually influence by the organisms’ genotype and its surrounding environment. Charles Darwin discovered the theory of evolution in 1836 he states that All species of organisms arise and developShow MoreRelatedA Study On The Lac Operon1332 Words   |  6 PagesCharisse Young Bio 121 Section PR 12/7/14 Question #1. The lac operon is a clustered group of related genes that are transcribed as a single unit. These genes produce the enzymes to break down the sugar lactose in prokaryotes. Trp operon also in E. coli contains genes that codes for enzymes that produce tryptophan. 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